随着以学生为中心的教学方法的建立，情感因素和其他非智力因素受到了越来越多的关注。在所有情感因素中，自我效能感一直是英语教学界的热门话题。然而，传统阅读教学方法桎梏了着学生的思维与合作能力，导致了学生的自我效能感低下。作为提高学生阅读自我效能的有效途径及一种有效的课堂教学方法，“拼图教学法”可通过共享与合作来营造积极、和谐的课堂氛围，并增强学生的阅读兴趣和信心。

笔者尝试将拼图教学法方法应用于高中英语阅读教学中，并尝试回答以下问题：

1）拼图教学法在高中英语阅读课中的应用是否可以帮助高中学生提高阅读自我效能感？

2）拼图教学法在高中英语阅读课中的应用能否帮助提高高中学生的阅读成绩？

实验持续了12周。本研究共有80名来自两个不同班级的16-17岁学生参与，其中20名女性，20名男性。本实验采用了定性和定量结合的方法。首先，第一周作者在实验班和对照班分别进行了阅读的前测。结果表明，两个班级在成绩部分差异不大。其次，在研究过程中，对控制班采取传统的教学方式，而实验班则采取拼图教学的阅读教学模式。实验最后一周时，作者对实验班和对照班进行了关于阅读成绩的后测，并随之对实验班分发了自我效能感的问卷，以调查学生经过拼图阅读方法前后自我效能感的变化。在实验的最后一周，研究者在实验班抽取6名研究对象对其进行访谈。为了确保实验的信度，教学内容、课程时长等因素都被严格控制。

研究发现，拼图教学法可以增强高中生的英语方面的阅读能力，因此第一个问题得到了验证。其次，对问卷调查结果的分析证明了拼图法对他们的自我效能感有积极作用。最后，作者提出了此研究的缺陷和对未来研究的建议。

With the establishment of student-centered teaching, non-intellectual factors, such as affective factors, are more and more concerned. Among all the affective factors, self-efficacy has always been a hot issue in the field of foreign language teaching. However, the traditional reading class restrains students’ thinking and cooperation ability, which leads to students’ low self-efficacy. Jigsaw is recognized as a valid way to enhance students’ reading self-efficacy. As an effective teaching method, Jigsaw helps to create a positive and harmonious atmosphere through sharing and cooperation, and enhances students’ interest and confidence in reading.

The author attempts to carry out the Jigsaw method to English reading teaching in senior high school , and intends to explain the following questions:

1) Can the application of Jigsaw for high school English reading classes help to improve reading self-efficacy of high school students?

2) Can the application of Jigsaw in senior high school English reading class help to improve senior high school students’ reading performance?

The experiment lasted for 12 weeks. About 80 students from different two classes aged 16 to 17 years old constitute the participants of this study,including 20 female and 20 male.Both  quantitative and qualitative methods are used in this experiment. Firstly, in the first week, the author conducted a pre-test in both EG and CG. The results show that the two classes have little difference in performance. Secondly, in the research process, the traditional teaching method was adopted for CG, while EG adopted Jigsaw method. In the last week of the experiment, the author conducted a post-test on both CG and EG, and then distributed a self-efficacy questionnaire to EG to investigate the variation in participants’ self-efficacy after applying the Jigsaw reading method. Finally, in the last week of the experiment, the author selected 6 students in EG for interviews. In order to ensure the reliability of the experiment, factors such as teaching content and course duration are strictly controlled.

The study finds out that Jigsaw method can improve senior high school students’ English reading performance, so the first question has been verified. Secondly, the analysis of the results of the questionnaire survey proves the second question that Jigsaw method has a positive effect on their self-efficacy. Finally, the author brings forward the weaknesses of this research and suggestions for future research.